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Gülay Karadere (Dipl.-Psych.)
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Skala zur Erfassung fehlerartspezifischer Selbsteinschätzungen im Rechtschreiben
The feSERs scale is intended to record selected requirement-related aspects of the competence assumptions of primary school children with regard to their spelling, which can be used to differentiate the corresponding school-specific self-concept according to the type of error. The scale consists of seven error-specific estimation items, preceded by three general items for focusing and anchoring the survey objective. Reliability: The internal consistency (Cronbach's alpha) of the scale is Alpha = .85 at the first measurement time and Alpha = .83 at the second measurement time. The stability is rtt = .73 after a repetition interval of almost 11 months. Validity: In particular, the school-specific differential relationships of the scale sums with selected performance and cognitive-motivational reference variables prove the provisional construct validity of the procedure. In addition, two factor analyses (PCA) showed a single factor solution. However, the correlations between individual error-type-specific self-assessments and performance measures refer to overall moderate correlations, which indicate corresponding limitations in the accuracy of judgement, especially on the part of pupils with poor spelling.
Leibniz Institute for Psychology (ZPID). (2019). Open Test Archive: feSERs. Skala zur Erfassung fehlerartspezifischer Selbsteinschätzungen im Rechtschreiben. Available at: https://www.testarchiv.eu/en/test/9006281
Faber, G. (2010). feSERs. Skala zur Erfassung fehlerartspezifischer Selbsteinschätzungen im Rechtschreiben [Verfahrensdokumentation, Autorenbeschreibung mit Fragebogen, Fragebogen mit Auswertung]. In Leibniz-Institut für Psychologie (ZPID) (Hrsg.), Open Test Archive. Trier: ZPID.
Short Name feSERs
English Name Error-Specific Self-Perceptions in the Spelling Domain
Authors Faber, G.
Published in Test archive 2010
Copyright/Licence Copyright Author; CC-BY-SA 4.0
Key words Elementary School Students, Schools, Academic Self Concept, Orthography, Competence, Spelling, Academic Achievement
Language versions deu
Application age Pupils of the third and fourth primary school year; possibly also older children
Item number 7 items
Subscales None; school subject self-concept
Application Time 15-20 min.
Interpretation time max. 5-6 min.
Internal consistency: Cronbach's alpha = .83-.85. The stability: rtt = .73 (retest interval: 11 months).
Information on construct validity; factor analyses (PCA); correlations with performance measures.
Applications Research, educational-psychological intervention
There is no abstract in English available. Short information about the measure can be found under Overview. More can be found on the German pages.
There is no review in English available. Short information about the measure can be found under Overview. More can be found on the German pages.
First published in
Faber, G. (2012). Elementary school children's spelling-specific self-beliefs. Longitudinal analyses of their relations to academic achievement, school attitudes, and self-esteem. New York: Nova Science Publishers.
Feedback on the use of a procedure from the Open Test Archive of the Leibniz Institute for Psychology (ZPID) to the test author(s)
Prof. Dr. Günter Faber † ; Neuer Kontakt: Geschäftsführende Leitung des Instituts für Pädagogische Psychologie, Leibniz Universität Hannover, Schloßwender Straße 1, D-30159 Hannover